Forest Hydrology is defined as the science that studies the behavior of the hydrological cycle within forest ecosystems. Climate change and human activities have intensified extreme events, affecting water processes and the balance of forests. Given its impact on the management of natural resources, the degrees in Forest Engineering and Forest and Natural Environment Engineering include this subject in their curricula, thus training professionals capable of addressing these challenges. Considering this premise and with the aim of promoting students’ engagement and active participation in their learning, the Project-Based Learning (PBL) methodology has been implemented through the development of various projects focused on key aspects of the subject. This approach seeks to enable students to acquire the necessary knowledge by exploring solutions and conducting evaluations for real projects or those with similar characteristics. Furthermore, in response to the challenges posed by the COVID-19 pandemic, this methodology was adapted to online classes using educational platforms and other ICT tools (Information and Communication Technologies). As a result of implementing this teaching methodology, students have perceived that the tools used have helped deepen their learning, while also valuing the flexibility and the work of the instructor positively. Additionally, they have recognized these tools as an effective resource for achieving the subject’s competencies. In this regard, PBL not only strengthens the technical training of future professionals but also allows them to develop essential skills for the sustainable management of water resources. Moreover, this methodology fosters analytical and problem-solving skills in real-world contexts, facilitating well-founded decision-making and enhancing their preparedness for the professional field.

Keywords: Forest Hydrology, Active learning, Engineering Education.